2017-18 Drake University Academic Assessment Reports

Contents School of Education (by 06/01/2018) ............................................................................................. 2

Law School (by 06/01/18) ............................................................................................................ 32

College of Pharmacy & Health Sciences (by 07/01/2018) ........................................................... 34

School of Journalism & Mass Communication (by 07/01/2018) ................................................. 46

College of Arts & Sciences (by 09/01/2018) ................................................................................ 48

College of Business & Public Administration (by 12/01/2018) ................................................... 91

School of Education (by 06/01/2018) What is your College or School? School of Education What is your program? Superintendent Program (Ed.S.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. 1. Expand partnership opportunities with Des Moines Public Schools 2. Unify assessment practices in EDS program with instructors 3. Increase intentionality of selecting mentors and communicating expectations to maximize the student clinical superintendent field experience Measures: Identify one to three ways you know students learn this outcome. 1. Increased value and improved feedback on the clinical learning experience based on course feedback 2. More consistent instructor grading and feedback based on instructor and student qualitative feedback Findings: Present and analyze your findings this year about student learning in this outcome. NA for now Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Meetings with Des Moines Public Schools Adjunct program meeting (summer 2018) Routine email and conference calls with program instructors (2018-19 academic year) Analyze course evaluations (on-going) Time Finished: 2018-05-10 08:23:33

What is your College or School? School of Education What is your program? Counseling (M.S.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Introduction: This document describes the most recent iteration of the Comprehensive Program Evaluation System for the Counseling Program at Drake. The evaluation of program objectives by course is described below. Beginning with the spring 2016 academic term the information noted below will be reported by course instructors for each student enrolled in the class at the end of the term. This information will be collated and serve two purposes. First, the information will be monitored over time to examine how program objectives are being met in each class and across the program. This data will drive the process on continual program evaluation and improvement. Second, this information will be provided back to students in a developmental manner. Specifically, students will be informed when they are performing below expectations and will then work with program faculty to develop a plan to strengthen performance. Objectives and Dispositions by Course COUN 200 Objectives 1 2 3 4 5 Performing at a level below a graduate student Performing at a level of a new graduate student Performing at a level of an experienced graduate student Performing at a level of a new graduate Performing at a level of a professional (2 or more years of experience) Domain Objective Orientation and Ethical Practice Individual identifies as a professional counselor in their interactions with clients, the public, peers and other professionals School Contextual Dimensions Individual demonstrates knowledge of legislation, government policy legal and ethical issues as related to school counseling CRC Practice Individual demonstrates the ability to represent people with disabilities through continuing education and membership in organizations that represent the interests and rights of people with disabilities Dispositions 1 2 3 Deficient Marginal Meets Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity Respect for individual differences: acceptance and respect for differences

Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 201 Objectives: Domain Objective Assessment and Testing Individual demonstrates an understanding of when and how to select and use the appropriate assessment and testing strategies with individuals from different populations Assessment and Testing Individual demonstrates an understanding of when and how to select and use the appropriate assessment and testing strategies with individuals from different populations Research and Program Evaluation Individual articulates knowledge of ethically and culturally appropriate research process Research and Program Evaluation Individual demonstrates the ability to critically evaluate data and use it to inform their counseling practice Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Active participation: offer information, open to alternative perspectives, engage in class (not on devices) COUN 210 Objectives: Domain Objective CRC Foundations Individual demonstrates knowledge of the etiology of disability and the different models through which services are provided. CRC Contextual Dimensions Individual demonstrates knowledge of the biological, psychological, social, and cultural factors affecting people with disabilities and the services they receive. Dispositions: Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Open to feedback: willing to hear an acknowledge and act on COUN 215 Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions

COUN 220 Objectives: Domain Objective Career Development Individual applies career development theory in their practice of counseling Career Development Individual utilizes labor market data to assist individuals in post-secondary and career decision making Dispositions: Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 221 Objectives: Domain Objective Counseling and Helping Relationships Individual demonstrates essential interviewing and counseling skills Counseling and Helping Relationships Individual develops/articulates case conceptualizations and identify barriers to individuals achieving their goals CMH Foundations Individual demonstrates knowledge of case conceptualization and treatment planning Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 224 Objectives: Domain Objective Assessment and Testing Individual demonstrates an understanding of when and how to select and use the appropriate assessment and testing strategies with individuals from different populations Research and Program Evaluation Individual articulates knowledge of ethically and culturally appropriate research process Research and Program Evaluation Individual demonstrates the ability to critically evaluate data and use it to inform their counseling practice Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Interpersonal Skills: Collaboration and respect for others

COUN 225 Objectives: Domain Objective Human Growth and Development Individual applies their knowledge of the biological, psychological, social, and cultural factors affecting human development Dispositions: Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions COUN 228 Objectives: Domain Objective CMH Contextual Dimensions Individual demonstrates knowledge of the etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders CMH Contextual Dimensions Individual applies a diagnostic process including use of differential diagnosis and current classification systems CRC Foundations Individual demonstrates knowledge of the etiology of disability and the different models through which services are provided. CRC Foundations Individual demonstrates knowledge of the biological, psychological, social, and cultural factors affecting people with disabilities and the services they receive. Dispositions: Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Respect for individual differences: acceptance and respect for differences COUN 233 Dispositions: Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions COUN 236 Objectives: Domain Objective Group Counseling Individual articulates knowledge of when a group counseling strategy would be effective, how to appropriately select participants and strategies Group Counseling Individual demonstrates ability to apply culturally relevant and ethical strategies to design and facilitate groups Dispositions:

Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences COUN 240 Dispositions: Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions COUN 243 Objectives: Domain Objective School Foundations Individual demonstrates knowledge of developing and assessing comprehensive counseling programs School Contextual Dimensions Individual demonstrates knowledge of legislation, government policy legal and ethical issues as related to school counseling School Practice Individual engages in data informed decision making Dispositions: Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 244 Domain Objective CMH Foundations Individual demonstrates knowledge of case conceptualization and treatment planning CMH Contextual Dimensions Individual demonstrates knowledge of the etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders CMH Contextual Dimensions Individual applies a diagnostic process including use of differential diagnosis and current classification systems COUN 245 Objectives: Domain Objective Social and Cultural Diversity Individual demonstrates knowledge of individual and cultural differences Social and Cultural Diversity Individual demonstrates awareness of how their own cultural background and life experiences shape their views of others Human Growth and Development Individual applies their knowledge of the biological, psychological, social, and cultural factors affecting human development Dispositions: Respect for individual differences: acceptance and respect for differences Interpersonal Skills: Collaboration and respect for others

COUN 246 Objectives: Domain Objective CRC Foundations Individual demonstrates knowledge of the etiology of disability and the different models through which services are provided. CRC Contextual Dimension Individual demonstrates knowledge of the biological, psychological, social, and cultural factors affecting people with disabilities and the services they receive. Dispositions: Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Open to feedback: willing to hear an acknowledge and act on COUN 260 Objectives: Domain Objective Orientation and Ethical Practice Individual identifies as a professional counselor in their interactions with clients, the public, peers and other professionals Orientation and Ethical Practice Individual applies ethical standards of professional counseling in their practice Counseling and Helping Relationships Individual demonstrates essential interviewing and counseling skills Counseling and Helping Relationships Individual develops/articulates case conceptualizations and identify barriers to individuals achieving their goals Group Counseling Individual articulates knowledge of when a group counseling strategy would be effective, how to appropriately select participants and strategies Group Counseling Individual demonstrates ability to apply culturally relevant and ethical strategies to design and facilitate groups School Practice Individual demonstrates skills in using interventions for academic achievement, college and career readiness peer interventions CMH Foundations Individual demonstrates knowledge of the etiology of disability and the different models through which services are provided. CRC Contextual Dimensions Individual demonstrates knowledge of the biological, psychological, social, and cultural factors affecting people with disabilities and the services they receive. Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others

Open to feedback: willing to hear an acknowledge and act on COUN 265 Dispositions: Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions COUN 270 Objectives: Domain Objective School Contextual Dimensions Individual demonstrates knowledge in consultation, crisis management, college and career readiness and risk assessment CRC Practice Individual demonstrates the ability to represent people with disabilities through continuing education and membership in organizations that represent the interests and rights of people with disabilities. Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 284 Objectives: Domain Objective Social and Cultural Diversity Individual demonstrates knowledge of individual and cultural differences Dispositions: Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 290 Domain Objective Orientation and Ethical Practice Individual applies ethical standards of professional counseling in their practice Social and Cultural Diversity Individual demonstrates awareness of how their own cultural background and life experiences shape their views of others Career Development Individual applies career development theory in their practice of counseling

Career Development Individual utilizes labor market data to assist individuals in post-secondary and career decision making School Foundations Individual demonstrates knowledge of developing and assessing comprehensive counseling programs School Contextual Dimensions Individual demonstrates knowledge in consultation, crisis management, college and career readiness and risk assessment School Practice Individual demonstrates skills in using interventions for academic achievement, college and career readiness peer interventions School Practice Individual engages in data informed decision making Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 291 Domain Objective Orientation and Ethical Practice Individual applies ethical standards of professional counseling in their practice Career Development Individual applies ethical standards of professional counseling in their practice Career Development Individual utilizes labor market data to assist individuals in post-secondary and career decision making CMH Contextual Dimensions Individual demonstrates knowledge of the etiology, nomenclature, treatment, referral, and prevention of mental and emotional disorders CMH Contextual Dimensions Individual applies a diagnostic process including use of differential diagnosis and current classification systems CMH Practice Individual demonstrates ability to conduct an intake interview, relevant history (biopsychosocial, mental health, substance abuse), and assessment for treatment planning and counseling Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on

COUN 292 Objectives: Domain Objective Orientation and Ethical Practice Individual applies ethical standards of professional counseling in their practice Career Development Individual applies career development theory in their practice of counseling Career Development Individual utilizes labor market data to assist individuals in post-secondary and career decision making CRC Practice Individual demonstrates the ability to represent people with disabilities through continuing education and membership in organizations that represent the interests and rights of people with disabilities. Dispositions: Professionalism: e.g. on time, attire fitting to setting, honesty/ integrity: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Responsible and Reflective: coming to class prepared, time and effort in individual and group assignments, informed contributions Interpersonal Skills: Collaboration and respect for others Open to feedback: willing to hear an acknowledge and act on COUN 298 Objectives: Domain Objective School Contextual Dimensions Individual demonstrates knowledge of legislation, government policy legal and ethical issues as related to school counseling School Contextual Dimensions Individual demonstrates knowledge in consultation, crisis management, college and career readiness and risk assessment School Practice Individual demonstrates skills in using interventions for academic achievement, college and career readiness peer interventions Dispositions: Respect for individual differences: acceptance and respect for differences Active participation: offer information, open to alternative perspectives, engage in class (not on devices) Measures: Identify one to three ways you know students learn this outcome. Professors assess in class and enter data into a specially-designed Qualtrics reporting system. Counseling program faculty enters student evaluations and course objectives at the end of each academic term, including summers. Findings: Present and analyze your findings this year about student learning in this outcome.

Counseling Evaluation System Review May 2018 Below you can find our most recent assessment results: PROGRAM LEVEL ANALYSIS The following items demonstrated the lowest student ratings: Mean rating on 5.0 scale 2.56 - Orientation and Ethical Practice Question: Please use the scale below to rate the student in these areas. - Individual identifies as a professional counselor in their interactions with clients, the public, peers and other professionals This is mostly developmental, students usually are scored lower in Introduction to Counseling course and then they are expected to show growth in the subsequent courses where this item is measured again. Counseling faculty decoded to strengthen the course content in Practicum on professional identity and ethics. Practicum coordinator will coordinate it with the practicum course instructors, change the syllabus for practicum and handbook. School Contextual Dimensions: Mean rating on 5.0 scale 2.05 - School Contextual Dimensions Question: Please use the scale below to rate the student. - Individual demonstrates knowledge of legislation, government policy This lower score in less understanding of government policy and legislation will be addresses in the following ways. STUDENT LEVEL ANALYSIS The program evaluation system contains ratings on 141 unique students. A total of seventeen different students demonstrated below standard ratings in the system. Analysis of these students found that seven of the students were rated low on a single item in a single course. Six of these students subsequently demonstrated satisfactory ratings. These events are labeled self-corrected. One student received the low rating in the Counseling Methods course and after discussion with their advisor elected to leave the program. The student was offered the opportunity and support to retake the class to demonstrate proficiency. A total of ten students had multiple ratings below expected performance. Six of these students participated in either intensive advising or additional coursework (e.g., repeated counseling methods) and subsequently returned to satisfactory performance. One student has graduated and the other five are currently taking classes. Three of the students with multiple low ratings elected to leave the program. Two more of the students with multiple low ratings are in contact with their advisor and are currently taking a break from the program as they determine the best course of action.

Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Before the end of an academic year, full-time counseling faculty meet and check the analysis of data and make program changes when necessary. The counseling program is going through a curriculum change and we are adding one more school counseling specific course to the program, Program Implementation and Evaluation, in this course students will learn to implement the comprehensive school counseling program and measure its effectiveness. This course will include an emphasis on policy and legislation. This course will start to be offered in Fall 2019 semester with the students who entered the program on Spring 2017 or later. In addition, faculty recommended to strengthen course content in COUN 286 College and Career Readiness course. The instructor will add additional course material related to legislation and government policy, the syllabus will reflect such change. Time Finished: 2018-05-18 10:49:28

What is your College or School? School of Education What is your program? Initial Teacher Licensure (B.S.E., M.S.T., M.A.T.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. There are 10 inTASC standards that we meet at three levels (beginning, developing, proficient) throughout the educational experience of each student in an initial teacher licensure program. Here is our map and then a list of the standards. InTASC Assessment System Map B = Students will have met Beginning Teacher Licensure Candidate status by the end of their pre-professional coursework D = Students will have met Developing Teacher Licensure Candidate status by the end of their methods coursework, before entering student teaching P = Students will have met Proficient Teacher Licensure Candidate status by the end of their student teaching, before graduation and/or recommendation for teacher licensure A = Students will have the opportunity to demonstrate accomplished performance during the student teaching semester

InTASC Standards The Learner and learning InTASC.1. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

InTASC.2. The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. InTASC.3. The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation. Content InTASC.4. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content. InTASC.5. The teacher understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. Instructional Practice InTASC.6. The teacher understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making. InTASC.7. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. InTASC.8. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. Professional Responsibility InTASC.9. The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. InTASC .10. The teacher seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession. Measures: Identify one to three ways you know students learn this outcome. Each professor in each class in which a standard is assigned uses target assignments to determine whether the assigned standard is met, met with remediation, or unmet in that class at the appropriate level. Target assignments include papers, presentations, and lesson plans.

Findings: Present and analyze your findings this year about student learning in this outcome. For 2017 – The highest percentage of unmet was at the beginning level, less at the developing level, and none at the proficient level. (This is good news.) There were a higher percentage of “met with remediations” in the fall and more unmet in the spring. There is a different pattern of met with remediation and unmet at the beginning and developing level (Standards 1, 2, 3, 6, 8, 9, and 10) than at the proficient level (Standards 3, 4, 5, 7). The only overlapping standard is 3. Note that students who struggled were not more or less likely to be elementary or secondary students, but rather, students who struggled. If a student struggled with one standard, they were also likely to struggle with another standard. Challenging standards at the beginning/developing level are in every area BUT content! The Learner and Learning 1 Learner Development 2 Learning Differences 3 Learning Environments Instructional Practice 6 Assessment 8 Instructional Strategies Professional Responsibility 9 Professional Learning and Ethical Practice 10 Leadership and Collaboration Challenging standards at the proficient level include the two Content area standards (which students did not struggle with as much at the beginning and developing levels!) The Learning and Learning 3 Learning Environments Content 4 Content Knowledge 5 Application of Content Instructional Practice 7 Planning for Instruction

Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. 1. Discussion with Chair and Director of Student Teaching to confirm the validity of these findings. The Teaching and Learning Department put additional focus on applied science content this year with the addition of STEM 110 and STEM 111. This offers education students an alternative to taking content area classes out of the context of education and should help with science content. 2. The Teaching and Learning Dept. paid a student teacher supervisor (Sue Marcucci) to observe students who were struggling in their of pre-student teaching practicum placements to better support them as they prepare for student teaching, which will have direct impact on Standard 7, planning for instruction. 3. The Teaching and Learning Dept. is moving to have all students prepare an edTPA portfolio as a program completion project. The back-mapping of these requirements into coursework will help students with their InTASC standards. Time Finished: 2018-05-18 13:23:02

What is your College or School? School of Education What is your program? Principal Program (M.S.E., Ed.S.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Our learning outcomes center around the Iowa Standards for School Leaders (ISSL standards). They are listed below: A school administrator is an educational leader who promotes the success of all students…… 1. ..... by facilitating the development, articulation, implementation and stewardship of a vision of learning that is shared and supported by the school community. 2... ...by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional development 3.……. ensuring management of the organization, operations, and resources for a safe, efficient, and effective learning environment. 4.……… by collaborating with families and community members, responding to diverse community interests and needs and mobilizing community resources. 5………. by acting with integrity, fairness, and in an ethical manner. 6…….. by understanding, responding to, and influencing the larger political, social, economic, legal, and cultural context. Measures: Identify one to three ways you know students learn this outcome. 1. End-of-program ISSL standards review 2. Final portfolio 3. Course grades Findings: Present and analyze your findings this year about student learning in this outcome. Our program has a tight alignment between overall program outcomes (ISSL standards) and course-level objectives and assessments. All of our course objectives are connected to the ISSL standards. The high number of As given in all courses would indicate that our students' work is working toward proficiency on the ISSL standards. Also all of our graduate students were successful in their final portfolio and as a result eligible for their Iowa K-12 Administrator's license. From our three cohorts that finished in 16-17, one student did not successfully complete the program, but we still had a 98% completion rate (47/48). Actions: Discuss next steps and action items for what the department will do based upon its

findings and analysis. Although we'll still monitor the ISSL goals as outcomes, we as a program we've decided to look at different goals and metrics for next year. The outcomes listed below come directly from our program's conceptual framework. These outcomes have been inserted into our end-of-course evaluations, thus we'll be able to measure these next year 1 Lead with a a growth mindset 2 Build capacity to leverage resources for systemic improvement 3 prepare to meet the Iowa Standards for School Leaders

Time Finished: 2018-05-24 10:46:23

What is your College or School? School of Education What is your program? Leadership Development (M.S.L.D.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Integrity and Ethics, Critical Thinking/Decision Making, Developing Self, Effective Communications, Relationship Building, Capitalizing on Conflict, Adaptability, Innovation and Future Thinking Measures: Identify one to three ways you know students learn this outcome. Quality of connections between concepts and texts, student self-evaluation, participation and quality of projects in class, depth of understanding in leading class discussions, reflection paper, student journals Findings: Present and analyze your findings this year about student learning in this outcome. Faculty identified course/program strengths and opportunities for improvement. Opportunities are listed under Actions below. Strengths included: real world applications, focusing each weekend on a different topic (creativity, innovation, and future thinking), hosting class in two environments to experience impact of environment on innovation, digging into personal barriers to creativity, group projects, quality of student discussions, and papers and presentations. Sample student self-evaluation results on the Integrity and Ethics and Critical Thinking/Decision Making outcomes from MSLD 204 (Ethics and Leadership): Question asked of students: This course was designed to help you primarily strengthen the following competency from the MSLD model: • Integrity and Ethics: The ability to recognize and resolve ethical dilemmas, prioritize ethical values, courageously implement ethical solutions, and promote a culture of integrity and authenticity. Please use the space below to comment on how this this course helped strengthen the above competency. • It made me aware of my own blind spots and biases. Also helped me to not assume things of people. • I am now more able to not only recognize different ethical perspectives, but I am able to view ethical dilemmas with different perspectives based on the individuals involved. • I am able to analyze ethical dilemmas from multiple viewpoints and recognize the core values that are being prioritized in opposing arguments. The class helped me increase this competency. • The identification of the moral or ethical dilemmas was part of the course and how to also identify the potential ethical values and how others view in term of their perspective and/or how

I may view based on my potential biases. The course focused on not only the decision - that there is no right or wrong decision but also the why or the reasoning for the decision. • The course helped me strengthen the integrity and ethics competency by allowing me to view other perspectives and question everything. • I believe it did. It provided the tools necessary to accomplish this competency. • my integrity was improved because the course taught me to be more aware of others and not jump to judgements and be better able to make a good conclusion. Ethics was also improved because i learned how to look beyond religion and politics and be able to understand individuals and connect with them. • This course helped me find my ethical 'gaps'. I found the areas in which I was more biased or weak and became more consciously aware. This I believe will help me in the future to make better more ethically sound decisions. • I feel that this course helped me look at ethical dilemmas from different lenses and to recognize moral and ethical dilemmas. • Absolutely. I feel I grew tremendously in ethical understanding, difficult conversations, integrity, and authenticity. • Yes - I have definitely strengthened this competency. I was exposed to many theories and exercises I had never heard of before. I definitely look at ethics through a new lens. • Yes, the readings and group discussions all helped me to recognize what an ethical dilemma is, and how my intuition and reasoning play into my ability to make ethical decisions. Creating a code of ethics was an early assignment in the class that helped me identify my personal values, and the group presentations in the final class highlighted several of the philosophies we discussed in class and I was able to practically apply the information in simulations. • Yes this course developed my competency in relation to the above goal. It did so through the presentations and explanation of past theory with in class activities. • It helped me in recognizing different perspectives on ethical issues and validate what constitutes an ethical dilemma and realizing that there is not always a right or wrong answer A second competency considered as this course was designed was: Critical Thinking / Decision Making: The ability to analyze a problem and reach a timely and defensible decision. Involves seeking information, analyzing the options, proposing possible solutions, and making a decision. Please comment on whether and how this course helped you strengthen the above competency. • This course helped give me depth in thinking and my personal cognitive process which strengthened my personal decision-making process and added a layer of reflection I may not have already had. • Absolutely. I feel confident that moving forward I will be able to think even more critically about my life and the world around me. Question Everything. • I think the assigned blogs really helped me develop my critical thinking skills. I had to take the material I was reading and process though it by writing a blog post. I needed to understand the material and carry my thoughts through to completion. • Yes - ethical decisions definitely involve critical thinking so I did a lot of that through reading, blogging, class discussions, and assignments. • Yes, definitely. • I felt the learning activities we did in class were helpful in analyzing problems and reach ethical decisions.

• This course helped me realize that I need to go to multiple sources to gather information and to question everything even though it make take more time. • as we dealt and solved with alot of cases including the moral dilemmas i found my self-working to be more critical in my thinking. the whole course encouraged me to dig deeper and think beyond my own capacity • I believe it did. It provided different ways to think about, or look at, the same situation. • This course helped me strengthen my critical thinking by allowing me to think through different lenses and perspectives. • The group project that focused on a learning activity incorporated the idea of analyzing the problem and working toward possible solutions and making a "group" decision. Through the group work, although challenging at times, we were able to analyze the options and seek out information or perspective of others to make the decision. Collaboration vs. competition resulted in a better result to the learning activity. • The course prompted me to think critically of my own decision making and how theories we discuss relate to current events, political debate, culture and life philosophy. • Again, I am not better equipped with the knowledge and tools to view dilemmas from other perspectives. I can now go beyond my own perspective, which prior to the course, I did not even realize was so influential on my actions/behavior. • It forced me to think longer about decisions rather than make an initial gut reaction. Also to seek a second opinion on decisions. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Online vs. Face-to-Face: We are working on making the online options in MSLD courses as rich as the face-to-face options. Students taking online modules or entire courses online seemed to have more difficulties than the ones who were in the face-to-face sections. Course Scheduling: Students reported feeling overwhelmed by readings when the course schedule was shortened to half a semester. Schedule will be reconsidered. Content: Considering adding additional content on effective communication and exploring additional ways to practice future thinking skills (possibly bringing in speakers who are futurists to share their process).

Time Finished: 2018-05-31 05:59:57

What is your College or School? School of Education What is your program? Special Education (M.S.E.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. The Council for Exceptional Children (CEC) in an international organization that is viewed as the leading authority in meeting the needs of children and youth with exceptionalities. The CEC helps advance educational legislation for students with disabilities, establishes professional standards for the field and develops initiatives to improve special education practice. The CEC has developed both initial and advanced content standards to prepare special education professionals. Initial content standards are addressed with Drake’s undergraduate students as well as MAT/MST graduate students, all of whom are obtaining initial teaching credentials. The advanced content standards are designed to help evaluate Drake students who hold existing teaching credentials but are adding special education endorsement(s); the advanced standards are therefore the basis for assessing graduate students in the Special Education Master’s degree program. CEC designates several preparation standards. The focus of this year’s report (Drake’s HLC 2018 SOE/SPED) emphasizes CEC’s standards related to Assessment. These skills are developed through in-course projects, assignments, practicum placements and student teaching placements. The major culminating assignments designed to measure students’ knowledge and skill level with Assessment are outlined below. Measures: Identify one to three ways you know students learn this outcome. The assignments and projects related the standards on Assessment provide several ways for the faculty to measure the progress of their students. These assignments and projects are scaffolded in a way that allows the Drake students to build on what they have learned as they progress through the Special Education program. These major culminating assignments also provide a touchpoint for the faculty to determine the readiness of the students and to make adjustments when students are struggling or state policies or standards have changed. Assessment Assessment Knowledge -- Methods for evaluation and determining eligibility SPED 151/251 All students: Create an evaluation plan for a case study or actual student and determine needs/eligibility based on mock data Students who are currently licensed: also present on additional assessment tools and procedures SPED 153/253 All students: Design, implement and create a report on a behavioral intervention strategy using

a single subject design model. Students who are currently licensed: Create a formal functional behavior assessment for a case study or actual student Assessment skills -- Design and use methods for assessments SPED 151/251 All students: Create and administer a curriculum based assessment designed for a student in their classroom All students: Create an assessment report with recommendations Students who are currently licensed: implement recommendations with their students and report results Assessment skills - reporting assessment results SPED 151/251 All students: Create behavioral assessment plans for multiple types of behaviors (e.g. low frequency, high frequency, verbal, physical) All students: Writing observable and measurable behavioral objectives for special education eligibility forms. Students who are currently licensed: Report behavioral assessment data collection plans and results using school district mandated forms. Student teaching or final practicum Students seeking initial licensure: Administer assessments and report results to cooperating teachers and/or parents Students who are currently licensed: Supervised observations of teaching in specified setting which includes formal feedback on classes/lessons and formative assignment.

Findings: Present and analyze your findings this year about student learning in this outcome. Undergraduate students tended to have more difficulty using mock data to make IEP or instructional recommendations. Graduate and undergraduate students are able to report findings accurately and without bias. Undergraduate students benefit from multiple assignments with feedback to create curriculum-based measures aligned to the standards being assessed. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. A practicum was added to the assessment class (SPED 151) so students could observe, assess, and make academic and behavioral recommendations for students in the practicum setting. Multiple, smaller assignments have been added in creating curriculum-based measures.

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What is your College or School? School of Education What is your program? STEM Education (M.S.E.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. 1. Teachers will design and implement instruction and assessments that accurately reflect standards and/or reform documents (e.g. Common Core, NGSS). 2. Teachers will create and implement inquiry- and/or problem-based learning activities. 3. Teachers will effectively use student thinking (e.g. formative assessment) to guide STEM learning. 4. Teachers will effectively use questions to guide STEM learning. 5. Teachers will accurately evaluate their own STEM teaching. 6. Teachers will explicitly and reflectively implement the natures of STEM in their instruction. Measures: Identify one to three ways you know students learn this outcome. 1) Faculty in the STEM program observe teachers in the program either directly or via video recording. Each of the outcomes listed above are looked for during these observations. Most recently, in STEM 274, course standards were aligned to these programmatic outcomes. 2) Students in the STEM Masters also turn in self-analysis assignments in which they reflect on their own teaching. This directly addresses outcome 5. 3) Students in the STEM Masters program also turn in lesson modifications. From these modifications to lessons, formative assessment of students’ progress toward meeting the outcomes is determined. Final assessment/evaluation of the outcomes is determined via the observations noted in number 1. Findings: Present and analyze your findings this year about student learning in this outcome. Students who are further along in the program clearly meet and exceed these outcomes and even do so early in individual courses. This makes clear that the outcomes listed are a baseline measure of student learning and that students in the program go well beyond these outcomes. Our analysis also makes clear that students achieve the intended outcomes before the end of the program. Conversely, students who are early in the program struggle to achieve the program outcomes as assessed in individual courses. This initial struggle illustrates that the program outcomes are not simply a low bar, but that students in the program must work to understand and practice implementation of STEM instruction related to the outcomes. More specifically, students in the program tend to struggle with outcomes 1, 3, and 6. For outcome one, they struggle to create assessments aligned to the NGSS. While they are able to do

so, we find students need more support in the assessment area. For outcomes 3 and 6, students demonstrate these outcomes, but our observations indicate that they do not engage these skills as consistently as they do other outcomes. When observing graduates of the program, we Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Given the struggles with assessment, STEM coursework has already started giving increased attention to assessment of the NGSS. The new performance expectations require teachers to move away from the way they were assessed or the way they have assessed in the past. Examples are being developed and more explicit attention is and will be drawn to how the assessment of the STEM courses aligns to performance-based assessments. For outcomes 3 and 6, more consistent attention will be given to these outcomes in STEM courses. In the past, instructors have attempted to draw students’ attention to using their ideas during instruction. However, students may not fully grasp this idea because it is their ideas being used. Moving forward, one strategy that will be tried is engaging video of effective STEM instruction that can be paused and then students can be explicitly asked to reflect on how the teacher in the video used students ideas (or explicitly and reflectively addressed the natures of STEM).

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What is your College or School? School of Education What is your program? Education & Leadership (PhD & EdD) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. DPO 5: Communication. SOE doctoral students will have and be able to apply skills in scholarly communication, including oral, text, and digital formats. Measures: Identify one to three ways you know students learn this outcome. Pass rates of comprehensive exams. Findings: Present and analyze your findings this year about student learning in this outcome. There are 4 comprehensive exam questions. Students must pass all 4 to successfully pass their exams and move to doctoral candidacy status. 1. This year, 10 students passed all 4 comp exam questions on their first attempt for a first round pass rate of 43%. The 43% is consistent with previous years. 2. Out of 92 total responses (23 students x 4), there were 9 No Passes answers and 15 Pass with revisions answers. Both no pass and pass with revisions receive feedback from the reviewers and another attempt to write. 3. A good portion of the feedback that was provided from faculty reviewers was about the level of writing and structuring a good argument. This faculty feedback is the piece of data that will be focused on for next steps (see action steps below). Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Overall, students are mostly successful in passing comprehensive exams. Faculty review is not standardized, but based on what the faculty readers are looking for in the specific question they review. As a program, we need to standardized portions of the review (e.g., writing) of comprehensive exams through a rubric. The goal will be to develop a scholarly writing rubric to be used in all Doc course throughout the program. Next steps moving forward, once the rubric is developed, is to ensure each Doc course has at least one assignment that incorporates use of the rubric with students receiving the rubric feedback in addition to specific feedback on papers, etc. By using a scholarly writing rubric, students will know where they are at in their skill development of scholarly writing, and what level of writing is expected to pass comprehensive exams.

Time Finished: 2018-06-01 12:56:03

What is your College or School? School of Education What is your program? Literacy Education (M.Lit.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Primary focus on: Curriculum and Instruction Candidates use instructional approaches, materials, and an integrated, comprehensive, balanced curriculum to support student learning in reading and writing. Measures: Identify one to three ways you know students learn this outcome. -Course Evaluations (especially with new course evaluation tool being used) -Action research projects Findings: Present and analyze your findings this year about student learning in this outcome. We did a lot of work over the last year to update all coursework and align with new BOEE requirements of a reading specialist. As part of this update, we revised all courses paying most attention to instructional practices and how they built throughout the course sequence. In general, students felt our program was relevant, practical and rigorous (all documented in course evaluations of students). Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. We need to look at assessment and evaluation especially at the state releases new mandates testing in literacy and the core. This information will need to be integrated in the program. We also need to rework our pre-post assessment of standards for the program.

Time Finished: 2018-06-02 16:26:20

What is your College or School? School of Education What is your program? Teacher Effectiveness & Professional Development/Building Leaders in Urban Education (TEPD/BLUE) (M.S.E.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. We have worked on the overall outcomes as a whole. Since this is the year we just graduated our first cohort in the urban area, we have focused on how the intended outcomes worked together and how students felt they built throughout the program. Specifically, how did the build, connect and provide consistency and rigor from first class to last? Evaluate components in structured learning experiences in order to make effective decisions in teaching and leading. • Evaluate and adapt teaching strategies in response to the learner within differing educational contexts Articulate how frameworks impact the intention and implementation of teaching and leading decisions. Explain how identity influences perceptions and effects of teaching and leading. Synthesize theory with practice to initiate effective change through teaching and leading. Measures: Identify one to three ways you know students learn this outcome. We had a doc student review data comparing teachers who were a part of Blue in DMPS and those who were not. We conducted exit interviews and surveys Findings: Present and analyze your findings this year about student learning in this outcome. We found that BLUE students appeared to grow in cultural proficiency and understanding when compared to nonBLUE students based upon our doc student's dissertation study. We overall have a program that builds and has high student satisfaction. Students felt pushed and self-reported that they felt their overall teaching had improved. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. We need to make a change in a sequence of two classes based upon student feedback...we plan to do that switch this fall.

We need to start conversations about the capstone requirements earlier. We have plans to accelerate that process. Time Finished: 2018-06-02 16:37:55

Law School (by 06/01/18) What is your College or School? Law School What is your program? Law (MJ, JD, & LLM) For Law (MJ, JD, & LLM), what program or programs are you completing a report for? Select all that apply. Please note that eventually all programs must be assessed at the program level. JD: Juris Doctor Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. We concluded evaluation of the Analysis and Problem-Solving outcome and began the assessment of the Practice Skills outcome. Measures: Identify one to three ways you know students learn this outcome. Analysis and Problem-Solving: Using a rubric to designed evaluate aspects of analysis and problem-solving in a legal context, we evaluated the performance of third-year students in upper-level bar courses. Practice Skills: Using a rubric designed to evaluate aspects of practice skills, we evaluated the performance of students in clinical and upper-level skills/simulation courses. Findings: Present and analyze your findings this year about student learning in this outcome. The assessment committee compiles data associated with the evaluation of outcomes and presents those findings to the faculty. The faculty then analyzes the data to draw conclusions and take necessary action steps. For Analysis and Problem-Solving, the data was sent to the Curriculum committee for further review. For Practice Skills, the initial data was presented to the faculty. A second round of review for this outcome is scheduled for Fall 2018. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. The Curriculum committee reviewed the complete data set (2 rounds of evaluation) for Analysis and Problem-Solving. The chair of the Assessment committee attended a Curriculum committee meeting to discuss the data and a faculty meeting has been tentatively set for Fall 2018 to discuss ways to facilitate analysis and problem-solving across curricular offerings. Faculty will respond to data related to Practice Skills after the second round of evaluation,

scheduled for Fall 2018 classes. Time Finished: 2018-06-05 07:46:08

College of Pharmacy & Health Sciences (by 07/01/2018) What is your College or School? College of Pharmacy & Health Sciences What is your program? Athletic Training Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. As we develop the Master of Athletic Training program, program objectives and outcomes were developed this year. They are: A. Students will show comprehension of required competencies and proficiencies in athletic training that allows successful completion of the degree program. A.1 - Express competency of pre-requisite scientific knowledge. Assessed through: Board of Certification (BOC) exam scores Examinations A.2 - Recall foundational concepts of athletic training. Assessed through: BOC Exam Scores Clinical Rotation Assessments Case Study Employer Surveys A.3 - Students will successfully enter and matriculate through the graduate program. Assessed through: Graduate Rate Retention Rate BOC Pass Rate B. Recruit and develop passionate faculty and preceptors with complementary expertise who will engage students in innovative and demanding didactic and clinical education experiences while providing valuable service and scholarship to the University and profession. B.1 – Faculty will provide a classroom environment that allows students to grow Assessed through: Faculty Assessment Scores Exit Interviews/Focus Groups Program Director Evaluations Coordinator of Clinical Education Evaluations Alumni Surveys B.2 – Preceptors will provide clinical education opportunities that allow for growing autonomy

as necessary skills are developed. Assessed through: Preceptor Evaluations by students Preceptor evaluations by Clinical Education Coordinator Clinical Evaluations of students Exit Interviews/Focus Groups B.3 - Preceptors will assist the students in the discovery and implementation of evidence based medicine in their practice. Assessed through: Preceptor evaluations by students Clinical Coordinator evaluations Exit Interviews/Focus Groups C. Provide a clinical environment that will empower students to develop the strong skills and independence necessary to practice athletic training in a variety of settings through the recruitment and continuous training of high quality preceptors in a variety of disciplines. C.1 - Employ prevention, diagnostic, treatment and rehabilitation techniques for injuries and illnesses common in active populations Assessed through: Clinical evaluations Scores on Five Domains of Board of Certification Exam Capstone Patients Case Studies Class Project C.2 - Formulate clinical treatment plans using evidence-based medicine Assessed through: Clinical Evaluations Critically Appraised Topic Alumni surveys Capstone patients Case Studies Student Portfolios C.3 – Use patient outcomes to determine quality of care. Assessed through: Clinical evaluations Alumni surveys Capstone Patients Student Portfolios C.4 - Utilize proper medical terminology in effective verbal and written communication. Assessed through: Critically Appraised Paper

Critically Appraised Topic Class Presentation D. Provide students with diverse education that allow them to be active learners, scholars, and future leaders. D.1 – Consume, reflect and summarize evidence-based medicine related to athletic training clinical practice Assessed through: Critically Appraised Paper Critically Appraised Topic Final Research Paper D.2 – Collaborate on and produce independent research. Assessed through: Final Research Paper Research Presentation D.3 – Critically think and problem-solve in professional settings. Assessed through: Critically Appraised Topic Research presentation Clinical evaluations Capstone Patients E. Develop the structure of a sound graduate program in athletic training that produces students with the ability to contribute to the profession in post-graduate settings. E.1 – Practice effectively in post-graduate jobs and post-professional settings Assessed through: Alumni surveys Employer surveys E.2 – Achieve timely and appropriate post-graduate placements in clinical and educational settings. Assessed through: Alumni surveys Placement rates E.3 - Continue life-long learning and advocate effectively for the profession. Assessed through: Alumni surveys Employer surveys Class Projects

Measures: Identify one to three ways you know students learn this outcome. The methods of assessing our program outcomes are listed in the previous box. Findings: Present and analyze your findings this year about student learning in this outcome. No data was collected this year. The program will enroll students for the first time in the fall of 2019. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Methods of assessing program objectives and outcomes will continue to be developed and refined this next academic year as course syllabi are approved and course assessments are planned and finalized. Time Finished: 2018-06-12 10:23:53

What is your College or School? College of Pharmacy & Health Sciences What is your program? Pharmacy (Pharm.D.) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. We addressed part of 4 program outcomes (from a total of 15). 1.Foundational Knowledge 2. Interprofessional collaboration 3. Self-awareness/personal and professional development 4. Leadership Measures: Identify one to three ways you know students learn this outcome. 1.We mapped two content areas to the curriculum (substance abuse and the pharmacist patient care process (PPCP). We would still need to evaluate actual student performance in some way. 2. Our CPD Course series objectives address inter-professional collaboration. Student have logged activities and assignments in their electronic portfolios, students self-rate where they fall with this outcome. 3. Our CPD Course series objectives address professional development. Student have logged activities and assignments in their electronic portfolios, students self-rate where they fall with this outcome as well as their faculty advisors rating them on a rubric. 4. Student portfolios activities and assessments (student and advisor) are used for leadership Findings: Present and analyze your findings this year about student learning in this outcome. 1. Both areas are adequately covered in the curriculum based on both quantity (number of times covered across courses) and depth of coverage. 2. Student self ratings improved from CPD I to CPD II 3. Student self ratings improved from CPD I to CPD II; Have not analyzed student and advisor ratings. 4. Beginning to quantify the number and depth of student leadership involvement Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. 1. PPCP and substance abuse- Report was presented to faculty at a pharmacy meeting in June 2018. No further action on this specific content. College is implementing a new curriculum review process with biannual meetings to discuss curricular content and delivery as to address foundational knowledge. PCOA results are also assessed for content knowledge. 2. Currently defining and setting additional assessments for team-readiness, APPE readiness, and practice readiness; continue implementing 2 IPE activities/year for all pharmacy students 3. Continue student reflections and advisor ratings; need to analyze results of ratings and progression over the 3 years of the didactic program 4. Continue student reflections and advisor ratings; need to analyze results of ratings and

progression over the 3 years of the didactic program

Time Finished: 2018-07-02 13:31:07

What is your College or School? College of Pharmacy & Health Sciences What is your program? Health Sciences Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Educational Outcome D-9:Graduates can work effectively in collaborative groups and resolve the interpersonal conflicts that may arise in such environments. Measures: Identify one to three ways you know students learn this outcome. Completion of 5 Voices: How to Communicate Effectively with Everyone You Lead Activity to include reading book, participating in discussion and in-class activities, taking the 5 Voices Assessment, and completing the 5 Voices Reflection. Findings: Present and analyze your findings this year about student learning in this outcome. 100% of the students in Issues V completed the 5 Voices Assessment. 95% of the students in Issues V completed the 5 Voices Reflection. 91% received full-credit (25/25 points) for appropriate reflection and feedback on the following questions: •Detail your 5 Voices. •Indicate how your voices emerge professionally. •Indicate how your voices emerge personally. •Compare your 5 voices with your strengths from strengths finder. •Indicate how you will utilize this information in your capstone and future as a health care provider. Of the 43 respondents (out of 44 students in Issues V), 63% (27 students) made exceptional progress, 21% (9 students) made substantial progress, 14% (6 students) made moderate progress, and 2% (1 student) made slight progress on acquiring skills in working with others as a member of a team in Issues V. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. The department is working on incorporating strategies related to working collaboratively in groups and solving interpersonal conflicts earlier in the curriculum. Specifically, the department is creating a new course entitled Professionalism in Health Sciences that students will take during the second semester of their freshman year. Action Item: Integrate related concepts into new Professionalism in Health Sciences course. The Issues V course that students currently receive this content within during the Spring of their senior year will transition into a year long Guided Research in Health Sciences course next year. Action Item: Incorporate 5 Voices & related group dynamics content and activities into Guided

Research course for FY19.

Time Finished: 2018-07-02 13:41:09

What is your College or School? College of Pharmacy & Health Sciences What is your program? Occupational Therapy (OTD) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. 1.Graduates will demonstrate the ability to utilize and analyze evidence for occupation-based practice and develop habits of life- long learning 2.Graduates will value and engage in service opportunities to promote health and well being for diverse and under-served populations. 3. Graduates will demonstrate competent clinical reasoning and care using occupation to enable clients across the lifespan within varied groups, and populations to live life to the fullest. 4. Graduates will display professionalism, ethical behavior, and advocacy skills to influence positive change with clients,communities, and the profession. Measures: Identify one to three ways you know students learn this outcome. For Outcome #1: Course work demonstrating importance of occupations: 121, Course work demonstrating importance of EBP: OTD 141-146, 132, 105, 123, 133, 106, 134, and 135 Utilization of EBP on Fieldwork or Doctoral Experience Graduates use of EBP when employed For Outcome #2: Course work providing opportunities for service: OTD 121, 105, 122, 123, 151, 133, 106, 124, 134, 125, 154, 126, and 135 Opportunities for Service Learning on Fieldwork or Doctoral Experience For Outcome #3: Course work demonstrating importance of occupations: 121, 102, 110, 131, 105, 122, 111, 123, 132, 151, 133, 106, 124, 134, 125, 126, 154, 135, 155 Utilization of occupations on Fieldwork or Doctoral Experience Graduates use of occupations when employed

For Outcome #4: Course work demonstrating importance of ethical, and professional behavior and advocacy skills: OTD 102, 110, 131, 161- 167, 105, 122, 123, 132, 151, 133, 106, 124, 152, 134, 153, 125, 154, 126, 135, 155 Demonstration of ethical, professional, and advocacy skills on Fieldwork or Doctoral Experience Graduates experiences with ethical, professional, and advocacy opportunities when employed Findings: Present and analyze your findings this year about student learning in this outcome. • Increase engagement in professional skill building and scholarship o Revise research curriculum to increase amount of scholarly reading Done with Stanley but will revise again for upcoming year o Engage students in scholarly work Students completed writing manuscripts 3 students engaged in systematic review for AOTA results in presentation and upcoming publications Students wrote CATs Home Evaluations via Telehealth o Action Items: revise curriculum again for current OT 1 students, locate and determine community partners for research projects

• Increase and maintain collaborative community engagement o Increase number of community engagement activities which are curricular and co-curricular Added working with Hubbel Elementary and Drake School of Education to 122 Added working with Drake Headstart for 123 Added working with On With Life for 105 and 106 o Maintained previous years community partners o Action items: develop evaluation method for number of courses with community partners and community partner experiences to determine fit to curriculum and need for revision or maintenance

• Demonstrate student development of professional identities o Students engage in a variety of self-directed learning for Independent Study o Students complete continuing education courses in an interest area SOS Feeding o Student complete advanced certifications Lymphedema

Massage o Students engage in additional research opportunities AOTA Systematic Review Home Evaluations via Telehealth OT Practice Article with Dave o Action Items: Implement revised Independent Study and guidelines and evaluate for effectiveness, look for additional curricular opportunities to enhance looking at professional identity

• Enhance use of occupation across the lifespan?? This is the one I can’t make fit the others o Action Items: Evaluate additional curricular opportunities to enhance occupation across the lifespan Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. • Increase engagement in professional skill building and scholarship o Revise research curriculum to increase amount of scholarly reading Done with Stanley but will revise again for upcoming year o Engage students in scholarly work Students completed writing manuscripts 3 students engaged in systematic review for AOTA results in presentation and upcoming publications Students wrote CATs Home Evaluations via Telehealth o Action Items: revise curriculum again for current OT 1 students, locate and determine community partners for research projects • Increase and maintain collaborative community engagement o Increase number of community engagement activities which are curricular and co-curricular Added working with Hubbel Elementary and Drake School of Education to 122 Added working with Drake Headstart for 123 Added working with On With Life for 105 and 106 o Maintained previous years community partners o Action items: develop evaluation method for number of courses with community partners and community partner experiences to determine fit to curriculum and need for revision or maintenance • Demonstrate student development of professional identities o Students engage in a variety of self-directed learning for Independent Study o Students complete continuing education courses in an interest area SOS Feeding o Student complete advanced certifications Lymphedema Massage o Students engage in additional research opportunities AOTA Systematic Review

Home Evaluations via Telehealth OT Practice Article with Dave o Action Items: Implement revised Independent Study and guidelines and evaluate for effectiveness, look for additional curricular opportunities to enhance looking at professional identity • Enhance use of occupation across the lifespan?? This is the one I can’t make fit the others o Action Items: Evaluate additional curricular opportunities to enhance occupation across the lifespan

Time Finished: 2018-08-02 14:40:53

School of Journalism & Mass Communication (by 07/01/2018) What is your College or School? School of Journalism & Mass Communication What is your program? Communication (Graduate) Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Worked to incorporate assessment into new program as it was being built: Measures: Identify one to three ways you know students learn this outcome. Worked to incorporate assessment into new program as it was being built: • Established course and program outcomes • Identified assignments to be assessed to determine whether students are learning the outcomes • Set up assessment schedule Findings: Present and analyze your findings this year about student learning in this outcome. TBD Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Will begin collecting evidence and assessing in FY19 Time Finished: 2018-06-19 12:18:18

What is your College or School? School of Journalism & Mass Communication What is your program? Advertising [Ed. Note: assessed for Undergraduate Bachelor of Arts in Journalism across core curriculum and all majors (Advertising, Digital Media Production, Magazine Media, News, Public Relations, Strategic Political Communication)] Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. Worked to establish more systematic assessment of our SJMC core value related to diversity and inclusion (“Demonstrate an understanding of gender, race, ethnicity, sexual orientation and, as appropriate, other forms of diversity in domestic society in relation to mass communication.”) Measures: Identify one to three ways you know students learn this outcome. Conducted “climate survey” in all SJMC classes. This was a follow-up to a survey we conducted in 2015. Conducted a course mapping of assignments related to diversity in all SJMC classes, to identify gaps in our curriculum. Findings: Present and analyze your findings this year about student learning in this outcome. The results of the climate survey were overall very positive and showed improvement in all areas, as compared to the 2015 results. We added questions this year involving climate related to political and religious beliefs, and found that while the problem isn’t acute, we need to ensure that conservative students do not feel marginalized in our classes. Our course mapping exercise showed that we are addressing diversity across the curriculum, but some majors are doing a more systematic job than others in major-specific classes. Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. Goals for FY19: -Create SJMC assessment committee -Map a multiyear assessment cycle -Identify and discontinue assessment tools we aren’t using/aren’t valuable -Add tools (especially direct assessment) we don’t have Example: More systematically analyze capstone projects (ensure we are capturing outside professional feedback on student work) Time Finished: 2018-06-19 12:18:18

College of Arts & Sciences (by 09/01/2018) What is your College or School? College of Arts & Sciences What is your program? Philosophy & Religion For Philosophy & Religion, what program or programs are you completing a report for? Select all that apply. Please note that eventually all programs must be assessed at the program level. Philosophy Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. The philosophy major currently has four learning objectives for its majors. Graduating philosophy majors: #1 - can identify and explain the significance of key thinkers, themes, and schools of thought in many Western and some non-Western philosophical traditions; Measures: Identify one to three ways you know students learn this outcome. Guided interview with two graduating seniors within the major. Interview summaries were discussed and analyzed by faculty (interview summaries on file). Findings: Present and analyze your findings this year about student learning in this outcome. 1. We found that the students had strong knowledge of key thinkers and how to contextualize them within philosophical discourse 2. Students noted the importance of access to the courses and the desire to take them in chronological order Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. 1. The department will establish a two-year cycle for the history courses with at least one required or elective course being offered each semester 2. The department will advise students who declare a major in Philosophy of a preferred order for taking the history of philosophy courses

Time Finished: 2018-07-19 11:34:38

What is your College or School? College of Arts & Sciences What is your program? Philosophy & Religion For Philosophy & Religion, what program or programs are you completing a report for? Select all that apply. Please note that eventually all programs must be assessed at the program level. Religion Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. The religion major currently has four learning objectives for its majors. Graduating religion majors: - can explain and analyze religion as existentially lived, historically conditioned, and culturally intertwined Measures: Identify one to three ways you know students learn this outcome. Guided interview with one rising senior within the major. Interview summaries were discussed and analyzed by faculty (interview summary on file). Findings: Present and analyze your findings this year about student learning in this outcome. Upon reviewing the student comments on the learning objective (p. 3 of interview summary), the faculty determined that the current course offerings and structure of the major is appropriate for this objective Actions: Discuss next steps and action items for what the department will do based upon its findings and analysis. No actions are necessary at this time

Time Finished: 2018-07-19 11:38:37

What is your College or School? College of Arts & Sciences What is your program? English & Writing For English & Writing, what program or programs are you completing a report for? Select all that apply. Please note that eventually all programs must be assessed at the program level. English Writing Outcome(s): Identify the program learning outcome(s) that is/are the focus for the 2017-18 Academic Year. The two program learning outcomes that were the focus for assessment in the 2017-2018 academic year were use of evidence, and collaborative learning. Measures: Identify one to three ways you know students learn this outcome. On Friday, May 4th, 2018, four members of the department who were teaching or had recently taught a capstone seminar met to discuss their observation of student performance in two areas related to the Fall 2016 assessment of use of evidence, and collaborative learning, by students enrolled in English 38. The meeting was convened by the department chair, Craig Owens, who served as facilitator and recorder. Findings: Present and analyze your findings this year about student learning in this outcome. • Use of evidence o The committee understood this goal, in the context of English and writing, to mean contending effectively and responsibly with textual evidence, conducting research, or working with writing authored by others. o Students in writing capstones showed strong ability to read, evaluate, and respond evaluatively and critically to others’ creative writing Students in workshops report finding value in the insights their peer reviewers offer External submitters to Agora report finding students’ evaluations and advice useful o Students in writing capstones who conducted research in composing their own work demonstrated an ability to do so effectively o Students in English capstones, on the whole, demonstrated their ability to conduct secondary research, including interviews, database research, and identifying secondary sources, appropriate to their subject Challenges • The 21st century research environment challenges traditional ideas of research, source, and reliability o Students sometimes do not distinguish between popular, authoritative, and peer-reviewed source material. o Students sometimes do not know how to search for sources appropriate to their work o As a discipline, English—like many modes of creative writing, in this regard—troubles the

distinction between primary and secondary sources, since our app